Directions:Briefly describe the case for the rest of the class -- the situation and the problems involved. Then, using your knowledge of responding effectively to student writing, pose possible alternatives for the teacher's actions that might have resulted in more positive results for the student, the teacher, and the rest of the class.
Post responses below...
Description of the case:
Rhea learned about using the "author's chair" while taking a course. She experienced the benefits of the author's chair and wanted her students to learn the same. At the beginning of the semester she explained her plan and 2 students would sit in the chair each week. They would read aloud alphabetically, thus students would anticipate when they were "in the chair." One of the students, Binh, Rhea noticed in his diagnostic writing, had trouble with sentence fragments and articles. She advised he take advantage of the writing center. When Binh turned in his first paper, Rhea saw that those problem areas were less apparent. So, she thought, he writes well as along as he has enough time to revise and get help.
When the day came for Binh to read from the author's chair, Rhea saw a stack of copies of Binh's paper. His nonverbal language communicated that he did not want to present, so Rhea asked another student to read first. Afterwards, between controlled annoyance, Rhea told Binh he must read. He did not move, so then Rhea decided to read his paper aloud. She saw that he had missing articles and the same types of mistakes she noticed weeks ago before he had any help with revisions. Despite the visible mistakes, she continued to read his paper. By the end of the first paragraph, she looked up and noticed that students in the class were giggling. Binh suddenly got out of his seat and left the classroom, slamming the door behind him.
Our reflections:
Responding to students' writing is, in the first place, making connections with the writers. Rhea focused her attention mostly on the writing and the strategy instead of the writer, and her thinking is good. She thought that since the "author's chair" works effectively in the class she observed, all students should benefit from it, and she ignored a fact that every student is different. An important tip for her is get to know about her students first, their study background, previous experiences with writing and comfort levels to share, and so on. This is for making connections and building relationships with students. Actually, it is also helpful to help students build their relationships and trust among each other. In this case, Binh's background is obviously different from that of others, which might also be a factor contributing to his discomfort with this strategy. After a research on students' background and willingness, as well as efforts to nurture a trusting classroom culture, Rhea may judge which responding strategy she might want to use and will work better for students.
Another reflection is that teachers should take individual differences into consideration and have options for students to do their peer feedback. Writing itself can be a private activity, but giving and receiving feedback and responses definitely involves social activity and interpersonal relationships. There are all factors teachers need to be well aware of.
The first thing I noticed and admired is that Rhea took advantage of modeling in her writing class to show her students that the writing teacher is also a writer, who also need responses. Moreover, her strategy, "author's chair", has achieved effectiveness on some students; however, this strategy is not fit all of the students since Rhea ignored the differences among all of the students. According to different students' characteristics, backgrounds, experiences and so on forth, I suppose that writing teachers need to keep adjusting and improving their teaching strategies and ways of responses in order to develop students' writing.
Directions: Briefly describe the case for the rest of the class -- the situation and the problems involved. Then, using your knowledge of responding effectively to student writing, pose possible alternatives for the teacher's actions that might have resulted in more positive results for the student, the teacher, and the rest of the class.
Post responses below...
Description of the case:
Rhea learned about using the "author's chair" while taking a course. She experienced the benefits of the author's chair and wanted her students to learn the same. At the beginning of the semester she explained her plan and 2 students would sit in the chair each week. They would read aloud alphabetically, thus students would anticipate when they were "in the chair." One of the students, Binh, Rhea noticed in his diagnostic writing, had trouble with sentence fragments and articles. She advised he take advantage of the writing center. When Binh turned in his first paper, Rhea saw that those problem areas were less apparent. So, she thought, he writes well as along as he has enough time to revise and get help.
When the day came for Binh to read from the author's chair, Rhea saw a stack of copies of Binh's paper. His nonverbal language communicated that he did not want to present, so Rhea asked another student to read first. Afterwards, between controlled annoyance, Rhea told Binh he must read. He did not move, so then Rhea decided to read his paper aloud. She saw that he had missing articles and the same types of mistakes she noticed weeks ago before he had any help with revisions. Despite the visible mistakes, she continued to read his paper. By the end of the first paragraph, she looked up and noticed that students in the class were giggling. Binh suddenly got out of his seat and left the classroom, slamming the door behind him.
Our reflections:
Responding to students' writing is, in the first place, making connections with the writers. Rhea focused her attention mostly on the writing and the strategy instead of the writer, and her thinking is good. She thought that since the "author's chair" works effectively in the class she observed, all students should benefit from it, and she ignored a fact that every student is different. An important tip for her is get to know about her students first, their study background, previous experiences with writing and comfort levels to share, and so on. This is for making connections and building relationships with students. Actually, it is also helpful to help students build their relationships and trust among each other. In this case, Binh's background is obviously different from that of others, which might also be a factor contributing to his discomfort with this strategy. After a research on students' background and willingness, as well as efforts to nurture a trusting classroom culture, Rhea may judge which responding strategy she might want to use and will work better for students.
Another reflection is that teachers should take individual differences into consideration and have options for students to do their peer feedback. Writing itself can be a private activity, but giving and receiving feedback and responses definitely involves social activity and interpersonal relationships. There are all factors teachers need to be well aware of.
The first thing I noticed and admired is that Rhea took advantage of modeling in her writing class to show her students that the writing teacher is also a writer, who also need responses. Moreover, her strategy, "author's chair", has achieved effectiveness on some students; however, this strategy is not fit all of the students since Rhea ignored the differences among all of the students. According to different students' characteristics, backgrounds, experiences and so on forth, I suppose that writing teachers need to keep adjusting and improving their teaching strategies and ways of responses in order to develop students' writing.